Inclusive Post-Secondary Education in Canada: Transition to Somewhere for Students with Intellectual Disabilities

Autor/inn/en	Aylward, M. Lynn; Bruce, Cynthia
Titel	Inclusive Post-Secondary Education in Canada: Transition to Somewhere for Students with Intellectual Disabilities
Quelle	In: Journal of the International Association of Special Education, 15 (2012) 2, S.42-47 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Foreign Countries; Inclusion; Mainstreaming; Postsecondary Education; Mental Retardation; Educational Practices; Educational Principles; Canada + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Post-secondary education; Tertiäre Bildung; Geistige Behinderung; Bildungspraxis; Bildungsprinzip; Kanada
Abstract	Inclusive Education is not a new concept in Canada, however in contrast to the dominant approach to post-secondary disability access that narrowly focuses on the legal obligation to accommodate student learning, we consider Inclusive Post-secondary Education (IPSE) for students with intellectual disabilities within a broader framework of inclusive citizenry. IPSE programs in Canada originated in the province of Alberta and have enjoyed significant leadership from within the Canadian post-secondary and not-for-profit sectors. An overview of the principles and practices of IPSE programs is provided as well as details about the multiple program options available across Canada. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01